Research Paper
Education
E-ISSN No : 2454-9916 | Volume : 4 | Issue : 7 | July 2018
ACADEMIC SELF-REGULATION OF HIGH SCHOOL STUDENTS IN RELATION TO THEIR SELF-CONFIDENCE 1
P. Kalieswari | Dr. S. Anandaraj 1 2
2
M.Ed Student, S. Veerasamy Chettiar College of Education, Puliangudi, Tirunelveli. Assistant Professor, S. Veerasamy Chettiar College of Education, Puliangudi, Tirunelveli.
ABSTRACT This main objective of this research article is to briefly describe the academic self-regulation of high school students in relation to their self-confidence with regard to gender. In order to study the problem, the survey method was used to collect the data. The population of the present investigation is all the high school students studying in Sankarankovil taluk. From the population, 300 students were randomly selected as the sample for the study. The finding reveals that the level academic selfregulation and self-confidence of high school students are found to be moderate with regard to gender. The female students are better than male students in their academic self-regulation and self-confidence. The research also reveals that there is a significant relationship between academic self-regulation and self-confidence of high school students. KEY WORDS: Academic self-regulation, Self-confidence, High school Students. INTRODUCTION: The chief symptom of adolescence is a state of expectation, a tendency towards creative work, and a need for the strengthening of self-confidence. Suddenly, the child becomes very sensitive to the rudeness and humiliations which he had previously suffered with patient indifference. - Maria Montessori Self-regulation techniques are widely used. Successful people and learners use self-regulation to effectively and efficiently accomplish a task. Generally, successful learners already utilize various forms of self-regulation. Instruction in the use of self-regulation is typically directed towards students who are not currently using such techniques, and consequently are not successful in educational settings. Academic self-regulation is also called as self-regulated learning. It involves the process by which learners personally activate cognitions, affects and behaviours that are systematically oriented towards learning goals ( Zimmerman, 2008). Different elements stand out in this definition. First of all, it conveys an active part: students are actively involved and have clear intentions to be engaged in learning. This component links directly to the second element: goal-orientation, that is, the purposeful focus of learning on the achievement of a goal. The third aspect, the regulation and control of cognition, refers to the use of learning strategies to enhance one's learning. One of the basic components of self-regulated learning are self-regulated learning strategies. Strategy use is the core of self-regulated learning. The purpose of selfregulatory strategy is to improve students' self-regulation of their personal functioning, academic performance and learning environment. Learning how to selfregulate is an important skill that children learn both for self-confidence and later social connections. It allows us to bounce back from failure and stay calm under pressure situations. This ability will carry the students through life, more so than other skills. In this article the investigator wants to study the academic selfregulation of high school students in relation to their self-confidence. Need and significance of the study: Self-regulated learning (SRL) is recognized as an important predictor of student academic motivation and achievement. This process requires students to independently plan, monitor, and assess their learning. Creating SRL environments for the complex and diverse range of backgrounds, skill sets, and personalities that many students encompass poses challenges to even the most experienced teachers. Fortunately, a great deal of literature showcases a variety of effective instructional strategies for encouraging self-regulation in the classroom. Some of these strategies include direct instruction and modelling, guided and independent practice, social support and feedback, and reflective practice. Though most teachers would agree that teaching students to be more self-regulative in the classroom would be ideal, the practice does not come without challenge. Many will find that the major obstacle in helping students become self-regulative is the time required to teach students how to use specific strategies. Self-confidence is often associated with success. Success leads to confidence. Confidence has a pivotal in future carrier. If self-confidence is increased students' achievement is increased. So self- confidence important too every student activity and achieve the goal. In order to achieve the goal the students have to meet many challenges in their life. Therefore the investigator undertakes a study on academic selfregulation of high school students in relation to their self-confidence.
Objectives of the study: The researcher has framed the following objectives for the present study. 1.
To find out the level of academic self-regulation and self-confidence of high school students with respect to gender.
2.
To find whether there is any significant difference between male and female high school students in their academic self-regulation and self-confidence.
3.
To find whether there is any significant relationship between academic selfregulation and self-confidence of high school students.
Hypotheses: 1. There is no significant difference between male and female high school students in their academic self-regulation and self-confidence. 2.
There is no significant relationship between academic self-regulation and self-confidence of high school students.
METHODOLOGY: The researcher used the survey method for the present study. For data collection, the investigator used “Academic self-regulation scale” comprises of 50 statements which is developed and validated by Kalieswari (investigator) and Anandaraj (Research supervisor) in 2017. The investigator adapted Selfconfidence scale which is developed by Krishna B. Prasad & Priya K. S (2000). This tool consists of 50 items. The investigator has selected the sample by random sampling technique for the present study. It comprises of 300 high school students studying in Sankarankovil taluk. The data were analysed using Mean, Standard Deviation, 't'test and Pearson product moment correlation. Analysis of the Data: To find out the level of academic self-regulation and self-confidence of high school students with respect to gender. Table 1: Level of academic self-regulation and self-confidence of high school students with respect to gender Variable
Academic self-regulation Low
Male Female
Average
High
Self-confidence Low
Average
High
No % No % No % No % No % No 18 30.0 37 61.7 5 8.3 9 15.0 49 81.7 2
% 3.3
30
15.4
12.5 159 66.2 51 21.2 23 9.6 180 75.0 37
It is inferred from above table that 30.0% of male students have low, 61.7% of them have moderate and 8.3% of them have high level of Academic self- regulation. 12.5% of female students have low, 66.2% of them have moderate and 21.2% of them have high level of Academic self- regulation. 15.0% of male students have low, 81.7% of them have moderate and 3.3% of them have high level of self-confidence. 9.6% of female students have low, 75.0% of them have moderate and 15.4% of them have high level of self confidence.
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International Education & Research Journal [IERJ]
37